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PATHWAY: Construction

COURSE: Electrical II

UNIT 2 : Conductors

Introduction

Annotation:

This lesson is a classroom session in which the students will be introduced to the various types of conductors and learn how conductors are rated by the National Electrical Code® (NEC®).

Grade(s):

|X |9th |

|X |10th |

|X |11th |

|X |12th |

Time:

25 hours

Author:

Kevin Ward

Additional Author(s):

Students with Disabilities:

For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.

Focus Standards

GPS Focus Standards:

ACT-E2-2. Students will understand the identification and installation of conductors according to NEC.

GPS Academic Standards:

SSCG15. The student will explain the functions of the departments and agencies of the federal bureaucracy.

SSCG18. The student will demonstrate knowledge of the powers of Georgia’s state and local governments.

SP5. Students will evaluate relationships between electrical and magnetic forces.

National / Local Standards / Industry / ISTE:

Understandings & Goals

Enduring Understandings:

• Students will understand the purpose of conductors.

• Students will understand the proper way to install and use conductors.

• Students will understand the NEC guidelines for installing conductors.

Essential Questions:

• What are conductors?

• Why are conductors used?

• What would happen if you were to put in a conductor wrong?

Knowledge from this Unit:

• Students will be able to demonstrate how to properly install a conductor.

• Students will be able to follow safety guidelines set forth by the NEC.

• Students will be able to explain the choices of conductor.

Skills from this Unit:

1. Explain the various sizes and gauges of wire in accordance with American Wire Gauge standards.

2. Identify insulation and jacket types according to conditions and applications.

3. Describe voltage ratings of conductors and cables.

4. Read and identify markings on conductors and cables.

5. Use the tables in the NEC® to determine the ampacity of a conductor.

6. State the advantage of stranded wire.

7. State the advantage of compressed conductors.

8. Describe the different materials from which conductors are made.

9. Describe the different types of conductor insulation.

10. Describe the color coding of insulation.

11. Describe instrumentation control wiring.

Assessment(s)

Assessment Method Type: Select one or more of the following. Please consider the type(s) of differentiated instruction you will be using in the classroom.

| |Pre-test |

| |Objective assessment - multiple-choice, true- false, etc. |

| |__ Quizzes/Tests |

| |__ Unit test |

| |Group project |

| |Individual project |

| |Self-assessment - May include practice quizzes, games, simulations, checklists, etc. |

| |__ Self-check rubrics |

| |__ Self-check during writing/planning process |

| |__ Journal reflections on concepts, personal experiences and impact on one’s life |

| |__ Reflect on evaluations of work from teachers, business partners, and competition judges |

| |__ Academic prompts |

| |__ Practice quizzes/tests |

| |Subjective assessment/Informal observations |

| |__ Essay tests |

| |__ Observe students working with partners |

| |__ Observe students role playing |

| |Peer-assessment |

| |__ Peer editing & commentary of products/projects/presentations using rubrics |

| |__ Peer editing and/or critiquing |

| |Dialogue and Discussion |

| |__ Student/teacher conferences |

| |__ Partner and small group discussions |

| |__ Whole group discussions |

| |__ Interaction with/feedback from community members/speakers and business partners |

| |Constructed Responses |

| |__ Chart good reading/writing/listening/speaking habits |

| |__ Application of skills to real-life situations/scenarios |

| |Post-test |

Assessment(s) Title:

• Module Review Questions 1 – 17

• CONTREN Connect Active Figures 5, 7, 13, and 14

Assessment(s) Description/Directions:

• Have the students complete Active Figures 5, 7, 13, and 14.

• Have the students answer Review Questions 1 – 17 for Sections 1.0.0 – 2.7.3. Provide correct answers and remediation at the end of the quiz.

Attachments for Assessment(s): Please list.

Learning Experiences

Instructional planning: Include lessons, activities and other learning experiences in this section with a brief description of the activities to ensure student acquisition of the knowledge and skills addressed in the standards. Complete the sequence of instruction for each lesson/task in the unit.

Sequence of Instruction

1. Identify the Standards. Standards should be posted in the classroom for each lesson.

ACT-E2-2. Students will understand the identification and installation of conductors according to NEC.

2. Review Essential Questions.

• What are conductors?

• Why are conductors used?

• What would happen if you were to put in a conductor wrong?

3. Identify and review the unit vocabulary.

4. Assessment Activity.

• Explain that students must obtain a score of 70% on the Module Exam and perform certain tasks to the satisfaction of the instructor to receive credit for the module.

• Emphasize the importance of proper conductor selection.

• Discuss the American Wire Gauge system.

• Pass around examples of various sizes of conductors and have the students interpret the insulation markings.

• Show examples of common strand configurations.

• Compare and contrast stranded and solid conductors.

• Explain that stranding increases the flexibility of a cable.

• Define circular mil.

• Explain that reducing the air space between strands of conductors reduces the overall diameter of the cable.

• Discuss the factors of conductivity, cost, availability, and workability in the selection of conductor material.

• Discuss insulation letter codes and their definitions.

• Discuss insulation color codes.

• Point out the requirements for fixture wire in NEC Article 402.

• Discuss the use of NM cable and provide an example for the students to examine.

• Explain the difference between NM and NMC.

• Discuss UF cable and its applications. Provide an example for the students to examine.

• Discuss MV cable and its applications. Provide an example for the students to examine.

• Discuss MC cable and its applications. Provide an example for the students to examine.

• Discuss high-voltage cable and its applications. Provide an example for the students to examine.

• Note that care must be taken not to damage the shield when installing cable with high-voltage shielding. Slight nicks or cuts can cause serious power disruptions and endanger life.

• Explain how channel wire assemblies are installed. Provide examples for the students to examine.

• Discuss flat conductor cable and its applications. Provide an example for the students to examine.

• Discuss TC cable and its applications. Provide an example for the students to examine.

• Explain the difference between SE and USE cable. Provide examples for the students to examine.

• Discuss pairing and multi-pair instrumentation cable. Provide an example for the students to examine.

• Note that instrumentation connections are highly sensitive to slight variations in voltage and resistance. Discuss shielding, drain wire, and shield grounding connections.

• Explain the function of plastic jacketing.

Attachments for Learning Experiences: Please list.

Notes & Reflections:

Additional Resources

• National Electrical Code® Handbook, Latest Edition. Quincy, MA: National Fire Protection Association.

• Contren Connect Electrical 1 Annotated Instructors Guide (available from NCCER).

Culminating Performance Task (Optional)

Culminating Unit Performance Task Title:

Culminating Unit Performance Task Description/Directions/Differentiated Instruction:

Attachments for Culminating Performance Task: Please list.

Unit Resources

Web Resources:

Attachment(s): Supplemental files not listed in assessment, learning experiences, and performance task.

Materials & Equipment:

What 21st Century Technology was used in this unit:

Top of Form

| |Slide Show Software | |Graphing Software | |Audio File(s) |

| |Interactive Whiteboard | |Calculator | |Graphic Organizer |

| |Student Response System | |Desktop Publishing | |Image File(s) |

| |Web Design Software | |Blog | |Video |

| |Animation Software | |Wiki | |Electronic Game or Puzzle Maker |

| |Email | |Website | | |

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